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Shell ‘Form’
In line with the College’s aim to develop intellectual curiosity, ‘Form’ seeks to enrich Shell pupils’ academic experience and to help them explore beyond the confines of subject boundaries.
Form enables small groups of pupils to work with a Form teacher in the investigation of three combined Humanities subjects: English, History and Religious Studies. Just as boarding houses provide an excellent basis for pupils’ social development and learning about community life, so Form lessons aim to provide the basis for intellectual growth and the sharing of ideas.
Central to Form lessons is the common study of the development of human civilisation, enabling pupils to appreciate something of the chronology of that development as well as its ideas, cultures, actions and beliefs. Underpinning the course is the truism that learning is not a passive process and that, through conversation and exploration, pupils can be guided towards a greater understanding both of their own place in the world and of the views of others.
In addition to the almost daily contact between Form teachers and their Forms, the course includes whole year group events, lectures and activities, as well as study trips locally and further afield. A central core of skills required by the English, History and Religious Studies Departments ensures a consistency of experience for all pupils as well as common levels of preparation for the next stage of their academic career.
Shell Form core skills include:
• development of oral English through debate, presentation, role-play, recitation, etc. • promotion of reading for pleasure as well as reading for study, with introduction to different ways of reading for different purposes • introduction to the uses of the College’s libraries and to effective use of dictionaries and other standard works of reference • development of skills for analytical writing: research, note-making, essay planning, drafting and writing • creative writing in a range of styles and genres and for a range of audiences and purposes • development of secure understanding of the grammar and spelling of English and of basic grammatical terms • introduction to the skills of literary criticism and basic literary terms
• recognition of concepts of cause and effect, progression and regression, differing rates of change or continuity over time, and people in context of their place in the past • understanding of historical narrative and imagination, buttressed by nascent critical evaluation of ‘facts’ • ability to relate current affairs to class learning and vice versa • ability to adopt an enquiring, critical and reflective approach to the study of religion and philosophy • becoming aware of one’s self, personal feelings, identity and worth – one’s relationships with others and the personal qualities and responsibilities needed for being a member of a community • exploration of religions and beliefs and the ability to reflect on fundamental questions and to engage with them intellectually and personally • ability to distinguish between objective and subjective approaches to the ways in which humanity tries to answer ultimate questions • consideration of a spiritual dimension to life through the experience of reflection with recognition that in many human beings the experience of life evokes a sense of mystery, awe and wonder about its origin and purpose.
The year’s work will culminate with the writing of a Form Project, an original, extended piece of writing; or a portfolio of work, seeking to explore a theme in an analytical, reflective and creative manner. An individual piece might take the form of an extended essay, an original artefact or even a performance, as long as the level of research, analysis and exposition evinces independent scholarship and genuine engagement with the theme. A portfolio should contain several, smaller pieces, but these pieces should provide evidence of different styles of approach to the main theme.